BY LAURA RIGOLOSI

In college, I played rugby on an intramural team. As a “back”, my role was to run the ball up the field and score a “try” (basically, a touchdown) or pass the ball to a teammate so they could score. The players on the opposing team would try to tackle anyone with the ball, so the goal was to either pass to a teammate or outrun and evade defenders in order to score. It can be intimidating (who am I kidding, terrifying!) to run down the field with a scrum of women running towards me with the intention of taking me down. One lesson I learned quickly was not to panic and get rid of the ball like a hot potato before I got tackled — our captain would call this a “hospital pass”, as in let me throw away this ball before I get tackled by passing it to someone who is already so heavily marked that they may end up in a hospital. If we did a “hospital pass” in practice, it meant extra push ups — it was a careless move. Ultimately, we knew it would be better to pass purposefully than to give away possession of the ball or risk a teammate getting hurt. 

Those of us who work in schools have so many concerns as we return to school this year. Our concerns are warranted: we are concerned about students who may have missed many of their Zoom classes, and we are concerned how our students are processing this past year filled with personal loss, sickness, and political turmoil. The New York Times recently reported that “by the end of the school year, students were, on average, four to five months behind where students have typically been in the past, according to the report by McKinsey, which found similar impacts on the most vulnerable students” (Mervosh, 7/28/21). Many educators and parents are deeply concerned about students who may have experienced what many are calling learning loss.

We are looking for solutions as we re-enter our schools. But we need to think strategically — we cannot panic and toss the ball away in fear. We need to be thoughtful in our intentions, not reactive. 

Creating positive relationships

If ever there was a time to think of how to deeply engage students in our classwork, in our content, and in discussions about what makes each subject area so compelling, now is the time. 

Linda Darling Hammond, president of the Learning Policy Institute and professor emeritus at Stanford University, addresses how to reenter schools after this tumultuous year of remote and hybrid schooling. She reminds us to recall the most effective research-based learning methods, which include: “positive relationships and attachments… the essential ingredient that catalyzes healthy development and learning...and enables resilience from trauma” (Hammond, Forbes, 4/5/21). But positive relationships do not develop organically in schools; teachers and administrators can purposefully create positive relationships between the adults and students and between students and students. 

Positive relationships in school help students stay engaged and interested in learning. According to research from the Carnegie Corporation, “the degree to which students are engaged and motivated at school depends to a great extent on the quality of the relationships they experience there (Eccles & Midgley, 1989, p. 140; Lee & Smith, 1993, pp. 164, 180). Supportive relationships are necessary, although not sufficient without high-quality curriculum and teaching, to foster high performance among young adolescents” (Jackson and Davis, Turning Points 2000, Teachers College Press: 2000, p. 123). This concept is something we know to be instinctively true: relationships matter in every part of life, particularly in schools with young people. And while “high-quality curriculum and teaching” are paramount to students’ success, positive relationships in schools are equally important. 

Encouraging connections

There are ways to create positive relationships through the content we focus on in our curriculum, and in the ways we teach students to interact with one another. Hammond also reminds us, “Children actively construct knowledge by connecting what they know to what they are learning within their cultural contexts. Creating those connections is key to learning.” Again, helping students to build connections between new and prior knowledge is something teachers can plan for and create. 

​Putting Darling Hammond’s advice into action can be as simple as creating opportunities for interactions among students. For example, instructing students to talk to one another first in pairs for a set amount of time, and then encouraging pairs to expand to form small groups. As the groups continue to expand, students move toward whole class discussions. Setting students up with these types of discussion structures — moving from smaller groups to larger groups — and then encouraging them to debrief their discussions in writing or as a whole class is a way to build content knowledge and foster positive relationships. 

Constructing ways for students to discuss content-specific ideas and helping students process what they are learning and what questions they have is a way to keep students actively engaged in their classes.

As we get reacquainted with in-person instruction, I imagine there will be last minute programs and initiatives that will aim to catch students up and get them back on grade level. But let’s commit to no hospital passes. Let’s commit to what we already know about effective ways of learning and remain strategic about keeping students engaged. The ownice is on us to find ways for students to connect with the content. Let’s move through this year with teaching strategies that are intentional, rooted in research, and that will keep our kids engaged and talking. 

TAGS: LAURA RIGOLOSI, STUDENT ENGAGEMENT

BY LAURA RIGOLOSI

As I sit here at my computer, I could also be video chatting with a relative in Argentina while checking airfare prices, ordering pizza to be delivered in an hour, checking the weather for next weekend, finding an inspirational quote to add to my workshop tomorrow, and checking who the seven dwarves are because it’s been bugging me. And the funny part is, none of this would seem unusual to you! With a smartphone or computer and a good wifi connection, knowledge and information is a click away. Watching my own children attend school from home this past year gave me insight into how much technology is affecting schoolwork. Yes, they are still doing math, still reading, still writing, but there is also this: “Alexa, how do you spell “suggestion?” “Alexa, which fraction is larger- ⅔ or ¾?” Yikes! 

When we think about the future, we tend to imagine the remarkable technology that will continue to develop. And so, when thinking about what skills our students need to thrive in the 21st century, the gut response is more tech skills, more computer savviness. But acquiring more tech skills can only get us so far. What students need is the ability to think critically, and the ability to collaborate with diverse thinkers. To do this, our students need to be taught how to connect and empathize with others. 

Teaching empathy

When I think about students who have really stood out to me, from middle school to graduate school, I think of the students who could work with anyone — the ones that helped their classmates shine bright. Those are the students I remember the most. I’d like to make a case that it is possible to teach this, or put structures in place to teach students to think outside of themselves. To teach students the importance of getting along with others, and seeing the world from another point of view. 

In a recent speech by President Joe Biden, he urges Americans to practice empathy for the health of our country. He reasoned: “For empathy is the fuel of democracy. Let me say that again: Empathy — empathy is the fuel of democracy, a willingness to see each other — not as enemies, neighbors. Even when we disagree, to understand what the other is going through.” 

That ability to see “what the other is going through” is something we can teach. And as President Biden points out, this quality that may have once been thought of as a soft skill is one that we need to fuel our democracy. 

One way to “understand what the other is going through” is through reading. While I am not an immigrant, I can dive into the lives of Jhumpa Lahiri’s characters in The Namesake and experience Ashima’s deep loneliness in Cambridge, longing for her family, feeling like a foreigner. I can also experience her delight when she realizes she can recreate her favorite street snack from Calcutta — a mixture of peanuts, Rice Krispies, onions, and spices. 

As a teacher reading The Namesake in an English or Humanities class, I would invite students to sit with Ashima for a while. Live in her loneliness a bit, stew in the feeling of everything feeling unfamiliar. Offer students a choice for how they can engage with the characters, such as:

• Imagining, from Ashima’s perspective, what it might be like to go to the grocery store, or try to navigate the city bus schedule
• Writing from Ashoke’s (Ashima’s husband) perspective as he is balancing graduate school with a new wife and child on the way. (While students may not know these particular life events, they may recall being new in a school, and what it may feel like to have a new family member.)
• Crafting letters to and from the perspectives of Ashima and her mother, telling one another about their days, and assuring one another as they adapt to their new normals. Alongside pulling out details of Ashima’s characterization, we can study her sentence patterns, notice vocabulary she uses, and mimic her voice and sentiments. 
• Engaging in a class discussion centered on advice we might give Ashima as she transitions from feeling like a foreigner to feeling at home, or share, in small groups, recipes for what we do when we are trying to comfort ourselves in lonely spaces. 

There are so many ways to empathize with characters in English or Humanities classes, through reading, writing, and discussions. 

Connecting to content areas

In an interview with Life Magazine, James Baldwin explains, “You think your pain and your heartbreak are unprecedented in the history of the world, but then you read. It was books that taught me that the things that tormented me most were the very things that connected me with all the people who were alive, who had ever been alive.” Baldwin reminds us all what it means to be human, and through literature we can feel each other’s pain, knowing we, too, have experienced the same. While the particulars may be different, we all have hard moments of hardship that have “tormented” us in some way. 

But how do we explore this in subject areas other than English or Humanities? Or for students who may not be able to empathize in such a way? For content area classes, Facing History offers a tool to help students forge a connection with something they have read or are exploring. 

Using this tool invites students to spend time thinking, probing, and considering how an event or problem is relatable in some way. Facing History suggests using these prompts with the chart above (available for download here): 

• Connect: How do the ideas and information in this reading connect to what you already know about ______________?
• Extend: How does this reading extend or broaden your thinking about ______________?
• Challenge: Does this reading challenge or complicate your understanding of ______________? What new questions does it raise for you?

Students can easily use this tool in History or Science, as they are learning about scientific discoveries or ethical dilemmas involved in scientific explorations. If we want to help our students become 21st century thinkers, we have to create scenarios in which they are stepping outside of themselves, extending into another’s world in some way. This is what will help students build ideas together. This is what will make our students think more complexly. 

• In Math and Science, we can build empathy by using culturally relevant examples in our classes, so students can see how our footprints impact each other, and the earth. 
• In Math, students can work off of real world dilemmas in their problem set, such as: how do we ration the natural resources we are plowing through in order to ensure our children’s children have clean water and clean air? 
• In Science, we can look at how much gas is saved each year by using a bicycle instead of a car in order to commute to and from school. We can also examine where that gas comes from, and how oil is a nonrenewable resource.
• In both Science and Math, we can use a data set with garbage tons, and explore where and how we will deal with existing trash dilemmas and the effects of recycling. 

Our equations can always be situated in the real world, which offers our young people another perspective. 

Another way to teach empathy in all subject areas is to normalize students helping each other, teaching one another, and working together to solve problems. Teaching students how to teach their classmates signals to them that you value collaboration, and that the ability to teach and work together are significant, valued characteristics. Encouraging students to step into a teaching role will also help them gain a greater awareness of the topic at hand — when students take on the qualities of a teacher, they are not only learning how to work with their classmates, but simultaneously becoming more of an expert on the subject. ​

​Technology will continue to develop at a rapid pace, and knowledge will continue to be accessible to all of us. Creating situations where students learn to step outside of themselves is what will propel our students into more complex and critical ways of thinking. We must continue to focus on how we can help our students think about each other and our world, and encourage them to collaborate and share ideas. As President Biden put it, this is what fuels our democracy. This is how we will stay 21st century ready. 

TAGS: 21st CENTURY SKILLS, LAURA RIGOLOSI

BY LAURA RIGOLOSI

James Popham, our favorite assessment guru, explains that “the right data will, in fact, help teachers do a better job with students. Those are the data we need.” It makes sense that if we are using data to inform our instruction, that data needs to reveal authentic learning. 

When I teach a Methods or Content Area Literacy course, I want to know what my students know about unit planning or principles of backward design before we dive in. My students are typically education majors and have been taking courses for two years, so it is likely that they are already familiar with the principles of Understanding by Design (UbD). 

On the first day of classes, I poll my students using a survey that asks how much they know about unit planning and Understanding by Design. In theory, this helps determine how much class time I need to reserve for unit planning, and how many lessons I need to design to help my students unpack the UbD principles and templates. I am also modeling what good teachers do: assessing what my students already know by using a baseline assessment that will inform my instruction. 

The surveys typically reveal that my students feel confident with unit planning and are familiar with Understanding by Design. Good! I continue with my curriculum. 

Inevitably, the first major assignment of the course is a unit plan, and the students who were confident in their day one surveys are suddenly flooding my email with questions: What exactly are ‘essential questions’? What do we mean by ‘skills’? How much do we need to ‘differentiate’? And how do you really ‘differentiate’ in a unit? 

And suddenly, I need to pause, recalibrate, and create lessons around principles that my students previously indicated they already knew. This means pivoting and redesigning lessons to make room for more unit planning content. During this process, there is a part of me that wonders: um, why wasn’t this clear when they filled out the baseline assessment on this topic? I could have planned for this.

The same is true when teaching high school students. When teaching high school seniors, I tried to be a proactive and responsive teacher by polling my students at the beginning of the year, to find out what they knew about essay writing — and wouldn’t you know, they checked “yes” to knowing all aspects of the essay. Yes to knowing how to write a thesis statement. Yes to citing and explaining evidence. Yes to having experience writing introductions and conclusions. Great! I thought, until it was time for our first essay and suddenly I was inundated with requests and concerns around our essay assignment. I had to rethink and redo my plans, and squeeze in additional lessons around essay writing.

Once again, my baseline poll gave me a false sense of what students know. They may have known what these writing concepts are in theory, but still needed support in their execution. Had I not polled my students at all, I would have assumed they needed more support in writing, and would have researched and created more thoughtful writing lessons. Instead, I relied on my baseline assessment and thus my essay writing lessons felt rushed, as we were closing out the semester and trying to meet deadlines. 

Using data from baseline assessments can be helpful in informing instruction, but in my case, I was not asking the right questions.

Answers vs. action

The next time I teach an education course, I will instead ask students to actually write out a unit plan as a baseline assessment, instead of asking them about their knowledge and comfort with the concept of unit planning. Similarly, the next time I work with high school students, I will ask them to write an in-class essay to use as a baseline assessment, and use those essays to inform my planning. These student samples will serve as formative assessments, and will give me insight into what my students understand and don’t. From there, I can design lessons tailored to my students’ needs. 
 
Using a baseline assessment can offer very straightforward results, in some courses. Students either know how to graph functions or they don’t; they’ve learned about causes of the Revolutionary War or they haven’t. But when we are using baseline assessments to determine the extent to which students know a topic that they have familiarity with, it would be more helpful to have them produce or write out the assignment, rather than self-assess their knowledge on the topic. This is why I will shift my formative assessment from reflecting on prior knowledge to requesting that students take action to demonstrate their knowledge.

As teachers, we have to be flexible and allow for some spontaneity in our instruction. When we realize that a baseline assessment isn’t accurately revealing what our students understand, we need to be prepared to pivot and shift our instruction to meet them where they are. Baseline assessments can be helpful, but what is more crucial is committing to meeting our students where they are, and uncovering the authentic knowledge that lives within them. 

​TAGS: DATA-DRIVEN INSTRUCTION, LAURA RIGOLOSI

BY LAURA RIGOLOSI

When we ask our students to write reflectively on a topic, we are asking them to think about the topic, and put that thinking on paper. This seemingly small ask can have big effects, including an increased awareness of one’s own thinking and learning. 

Why might you ask students to engage in this process? As Dr. Saundra McGuire, LSU chemistry professor and learning expert explains, “learning is about being able to explain something and apply it in other ways.” Reflective writing, then, is a way for students to bring their knowledge to the forefront, creating space for them to explain their ideas and apply them in ways beyond the immediate context. For example, when we are reading a challenging class text in English, such as a Shakespearean play, we want our students to do more than read and interpret that particular Shakespearean text; instead, we want them to have an awareness of how they are reading that play in order to later apply those same reading dispositions to another challenging text. 

The more we can help our students understand their own metacognition when reading and learning, the more ownership they have over that learning. This is empowering for our students. Teaching students to be aware of their thinking is the first step in reflective writing — and with this awareness comes the ability to apply thinking patterns to other arenas. 

Introducing a double entry journal 

When we ask our students to engage in reflective writing, we are trying to peek inside their minds to check if they are understanding key concepts, but also we are trying to help them name their own thinking moves. This is why writing to learn is such an important practice in our teaching — we are using writing as a reflection tool to make students’ thinking visible.

In my two decades of teaching, I’ve seen more graphic organizers than I’d care to admit, and in the end, I always return to the double entry journal when I need students to respond to a text in a reflective way. The double entry journal is the most simple graphic organizer imaginable to help students focus on a particular text, and encourage their thinking around that text. 

The goal of the double entry journal, circling back to McGuire, is to be able to explain the text and apply it. Keep in mind, when we say “text” it could be a broad use of the term, including math problems, an historical event, a quote from a text, an image, etc. 

In an article I co-wrote with Jacqui Stolzer, a fellow K-12 coach, we discussed how “double entry journals include two components: a column on the left, partially filled out with quotes from the text, and a column on the right, which is open for viewers to share their thoughts. Returning to the ideas presented in UDL [Universal Design for Learning], a double entry journal that includes specific lines from the text is useful for students who have central executive challenges, but in reality, everyone can benefit from the text references.” 

While the double entry journal is a template for reflective writing, teachers can differentiate this tool by pulling out specific quotes for students, or by giving students free reign to respond to quotes that strike them. 

Modeling the double entry journal

Below is an example of a double entry journal that I wrote as a way to show my thinking about a text. In my entry here, I share a quote in the left column that I find provocative, and in the right column, I unpack what it means to me. A student reading this double entry journal might be surprised by all of the reading thoughts I have after reading Bateson’s brief line, but this is the point! We want students to see that my brain is active when I am reading, and in this example I am trying to name some of the thinking moves I am making as a reader. 

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​After sharing a double entry model like this with students, I would ask questions such as: What do you notice I am doing as a writer in my double entry response? What moves am I making? My example is a bit of a stream of consciousness, and this shows students how I can engage with a text in complex and somewhat messy ways. And that is okay! Writing, learning, and reflecting tend to be messy and nonlinear paths. While students may not write as much as I do in the example above, offering them an advanced model can demonstrate the possibilities and multiple ways in which they can respond to a text using this format. 

Writing your own model for your students and asking them to notice and name the different ways you responded to the text can be instructive in two ways: students are able to see what we mean by “reflective writing,” and they will glean more understanding of the text through your reflective writing. 

When students are asked to write a response to a quote, an equation, an historical event, or a math problem, they have to find something to say. They have to breathe life into that text — both to help themselves understand it more, and to realize how it changes and influences their perspective. This is how reflective writing is a useful tool; it is a type of writing that nudges students to notice what they are thinking, and to document it for others to see. By naming what they think, students are also teaching themselves what they know, and owning their own questions.
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TAGS: LAURA RIGOLOSI, LITERACY, WRITING

BY LAURA RIGOLOSI & SHERRISH HOLLOMAN

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​​Problems. There’s no shortage of them these days — the pandemic has spurred countless challenges and intense despair; there are too many to list. Teaching during the pandemic has been a challenge in and of itself, as we are always looking for ways for students to be engaged with curricula and drive their learning, and that’s hard to do whether we’re teaching in person or remotely.

If you think back to your college or grad school days, you may recall the constructivist thinkers, such as Jean Piaget, who believed that students learn best when they construct their own learning. Problem- and project-based learning offers teachers an opportunity to do just that — instead of telling students the answers, you can create a learning environment in which students learn through discovery, thinking, tinkering, reflecting, and developing answers on their own.

We may already be familiar with ways that we can bring this type of learning to in-person classrooms, but it can also be delivered to students who are learning in remote or blended environments. 

Problem-based learning vs. project-based learning

Project-based learning is situated in real-life learning. The Buck Institute for Education defines project-based learning as a “teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem or challenge.” If you ever walk into a classroom and see students working on a project with an exciting buzz in the room, chances are, their teachers have designed a project-based learning task. 

In our own lives, we know that when working on a project, we often discover a problem we didn’t realize we had — but once it surfaces, it demands a solution. (Remember those early pandemic days when we were acclimating to teaching remotely, but also trying to solve the problem of having no dedicated teaching space at home?) In teaching, this idea rings true, too. As we are learning more about a topic, we may discover a problem alongside our students, and this is the breeding ground for an exciting new project. This is the foundation of problem-based learning. 

Problem-based learning also offers students real-life learning opportunities, as well as the chance “to think creatively and bring their knowledge to bear in unique ways” (2020 Schunk, p. 64). Problem-based learning can look differently depending on the content and grade level, but often includes group discussions that allow for multiple perspectives on a topic, a simulated situation that involves role playing, or group work that includes both collaborative work and time to complete tasks individually.

Problem-based learning promotes autonomous learning, self-assessment skills, planning time, project work, and oral and written expression skills. According to a July 2020 article from the Hechinger Report, problem-based learning has gained tremendous momentum, because it allows students to work more freely and at their own pace — a key advantage when learning remotely. In problem-based learning, the content and skills are organized around problems, rather than as a hierarchical list of topics. It’s also inherently learner-centered because the learner actively creates their own knowledge as they attempt to solve the problem.

Putting the “Problem” into Practice

As former English teachers, we both understand the challenge of putting new professional learning into practice. For teachers who need a refresher on how to design a problem-based learning experience for their students, Problem Based Learning: Six Steps to Design, Implement and Assess breaks down the steps to move PBL into practice as follows:
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• Step 1: Identify Outcomes/ Assessments
• Step 2: Design the Scenario
• Step 3: Introduce Problem-Based Learning
• Step 4: Research
• Step 5: Product Performance
• Step 6: Assessment

To help put these problem-based steps into perspective, we can look to our recent work with partners from a high school in the South Bronx. The chemistry team there decided to use an anti-racist lens while addressing a problem that was very real to their students — fireworks. During the summer of 2020, there was a record number of firework incidents in New York City. According to an article in the New York Times, the city received over 1,700 fireworks complaints in the first half of June alone. Our partners used this problem as an opportunity for students to research fireworks from multiple lenses, and imagine how they might present their findings and recommendations to local officials. After all, shouldn’t New York Governor Andrew Cuomo hear from high school students in the Bronx about the effects fireworks have on their communities? 

Here’s what the framework might look like in this example: 

• Identify Outcomes/ Assessments: Look at the learning outcomes, standards, or scope and sequence to determine which skills/content this project highlights. 
  
• Design the Scenario: This is where we present or ask students for a real, complex problem that affects our communities. For our discussion, the scenario could be: What do we think of the 1,700 fireworks in the Bronx in early June? What are the effects of this? Students can work together and even survey their community or family members to represent a variety of perspectives on fireworks.
• Introduce Problem-Based Learning: Here we explain what problem-based learning is and is not — we can share through smaller, less complex examples. We want our students to know PBL is complex work that will take brainstorming, research, writing, presenting, etc.
  
• Research: This can be content-specific; students can research different aspects of the problem depending on the content area. Some groups may look at the effects of fireworks from a scientific perspective, while others may look at fireworks from a cultural or historical perspective.
  
• Product Performance: Students share their findings through presentations or publications; there is an audience for sharing their products.
  
• Assessment: Rubrics are used to evaluate students, and students are encouraged to reflect on the process. Students can help with developing the rubric, too.

From here, we can imagine the possibilities for this framework, considering how students might address the underlying problem from different perspectives and content areas: 
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• In math and science: students can research what causes a firework explosion — how they explode, why they explode, the composition, the ratios, the interactions of chemicals and gases, the projections. How and why do they turn different colors? Why the noisy boom? 
  
• In government and economics: what are the laws and protections around fireworks? Where did they start, and why? Why do some states have stricter firework laws than others? What is the difference between state and federal laws?
  
• In English and social studies: why are fireworks a part of particular cultural norms? What purpose do they serve? Why do we have traditions? 
  
• In ethics: What are the unintended outcomes of fireworks, and does that outweigh the purpose they serve? 
  

​Teaching and learning throughout a global pandemic has presented more than its share of challenges. Out of necessity, tremendous innovation has taken place with the use of technology, pedagogy, and curriculum. With problem-based learning, we can continue this innovation in our classrooms, offering our students opportunities to solve real world problems, demonstrate critical thinking, and collaborate with their peers. We would love to hear what problem-based learning tasks you are designing for your classrooms! 
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​TAGS: LAURA RIGOLOSI, PROJECT-BASED LEARNING, SHERRISH HOLLOMAN

BY LAURA RIGOLOSI

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I have been an educator for over twenty years, but I can still remember being a first-year teacher and asking my students to pair read Shirley Jackson’s The Lottery. I was nervous, and anticipated comments like, “Miss, aren’t we too old to read aloud? And in pairs? That’s little kid stuff.” But after I modeled the process with another teacher, I broke my students off into pairs and, within minutes, my ninth grade students were reading with one another. Students plopped themselves throughout my classroom, on the floor and at desks, and were taking turns reading aloud and talking to each other. I glanced around the room in amazement at the pairs reading softly, talking, giggling a bit, looking at each other, looking at their books. This is what school should look like, I thought to myself. This is what learning looks like. This is what working together looks like. I felt tears well up in my eyes witnessing reading as a social activity, and was never more certain of my career choice. 

This moment embodies what I love about teaching. But anyone who teaches will tell you that this moment represents a mere slice of teaching life. Teaching is also grading papers, homework, projects, and everything in between. And at the end of each term, every student needs to have a grade next to their name. What plagues so many of us is how to grade students as fairly as possible — how can we assess students frequently enough to give them multiple opportunities to demonstrate their learning, and to inform our lesson planning? 

Grading efficiently

This assessment dilemma is real for me. In addition to my work at CPET and as a literacy consultant, I am also an adjunct professor, and my roster this term has doubled in size. I know how important it is to use formative assessments in my classroom — James Popham says it best: “Formative assessment works!” — but the only way formative assessment really works is when the teacher efficiently grades and provides feedback in a timely manner. Nobody sets out to be that teacher who students refer to as "the one who never gives anything back" (cue student eye roll). 

I reached out to my colleagues at CPET for advice on how to grade formative assessments effectively and efficiently, and will share with you some of their pragmatic tips:

1. Create a bank of responses: After reading and commenting on a few papers, you can begin to create a series of comments. G. Faith Little & Sean Hughes note that Google Classroom allows you to make a comment bank — a multiple choice dropdown feature that allows you to choose from comments you have already created. If you are not using Google Classroom, you can create a bank on your own by listing repeated comments in a Word document, and then pasting those comments into students’ papers. 
2. Respond as you go: Comment while you are reading a student’s paper by sharing your thoughts and questions as a reader, and showing them the patterns you are noticing, instead of creating one lengthy comment at the end of the paper. When I try to write an overarching comment at the end of a student’s work, I find that I am essentially writing my own mini paper as a response to my student’s paper! Commenting in a Google doc (or on other platforms) allows you to store comments along the way, which Dr. Adele Bruni Ashley notes will be helpful for you and your students to refer back to before the next assessment.
3. Live conference: It may be more efficient to spend five minutes conferencing (via Zoom or in person) with each student in real time rather than writing down your comments on their papers. Not only is this a time saver, Jacqui Stolzer notes that it creates space for students to ask questions and respond to your feedback. As Dr. Sherrish Holloman points out, this creates a more intimate interaction, and may help students stay more motivated and interested in the writing process. It can also relieve the pressure of receiving feedback in private, where it can't be discussed or clarified.
4. Tick tock: Set a timer for each piece, and try to stay within the limits of the timer. It is too easy to get distracted and lose track of time! 
5. Peer edit: If you have the time and can plan it out, have students peer edit each other’s pieces. Before students begin the process, consider modeling and discussing the components of helpful comments and appropriate feedback. Be sure that students understand that their feedback should reflect the criteria in the rubric. It helps to hold the peer editor accountable by counting their peer editing as a homework assignment, or something similarly weighted. 
6. Know where to begin: If you are in a time crunch, Courtney Brown suggests grading your most at-risk students first, so that they have the time to adjust their work and resubmit to you. 

While I may not love grading papers as much as I love watching my students read to each other or interact with one another as curious learners, I know that assessments matter to my students, and they guide my lesson designs. Reading our students’ work is an effective step in meeting their needs. 

What methods have worked well for you? We’d love to hear the ways in which you’re effectively managing your time and assessments — comment below or tag us online @tccpet!

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TAGS: ASSESSMENT, LAURA RIGOLOSI